Titlebook: Wellbeing, Equity and Education; A Critical Analysis Jennifer Spratt Book 2017 The Editor(s) (if applicable) and The Author(s), under excl

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Discourse and Policy,rder to contextualise the analyses that appear later in the book, this chapter introduces and discusses the concept of discourse, relating this to policy formation and its interpretation.The notion of discourse is introduced as the means by which people represent their view of the world. Discourse i

CEDE

CHOKE

Conceptualising Wellbeing,is chapter shows how the term wellbeing, as used in the context of schooling, emerges from a range of professional and academic disciplines each with their own historical roots and their own understanding of the meaning. Whilst this multi-disciplinary buy-in allows wellbeing to be the focus of inter

Adjourn

Conceptualising Relationships Between Learning and Wellbeing,ive to the discussion of wellbeing. Drawing from Fielding (2007) it describes how the relationships between the functional aspects of schooling (learning) and the personal aspects of childhood can be differently positioned to serve different purposes. Fielding distinguishes between a neo-liberal ‘hi

水汽

Explosive

Interactions Between Wellbeing and Other Purposes of Schooling in Scottish Policy,serts that health and wellbeing is a prerequisite of learning, that it supports the development of ‘positive’ dispositions and that it underpins the character attributes favoured in policy. Moreover, health and wellbeing is seen to include ‘skills for learning, skills for life and skills for work’.

Vaginismus

The Discursive Gap: Interpretation of Policy by Professionals,data echoed written policy by fore-grounding wellbeing as an individualised state of emotional and social literacy, linked to a sense of physical wellbeing, and supported a caring environment. Like the policy, wellbeing was largely construed as a pre-requisite of learning..Some teachers had further

PSA-velocity

Towards a More Comprehensive Understanding of Wellbeing and Equity in Education,herent in an uncritical naturalisation of the dominant discourse wellbeing as operationalised skills of social and emotional literacy which serve to support wider political purposes. Secondly, and more positively, using the Capability Approach as an evaluative space, the multiple and complex relatio

hereditary

,Appendix – Research Methods,ussions with details of the research methodology and methods, I have added extra detail here as an appendix, for those who may be interested in the structure of the study and the approaches taken to date collection and analysis.